National Policy on Education (NPE) was initially formulated in 1986 and later revised in 1992. Since that time, numerous developments have occurred, indicating the need for an updated policy. The Government of India intends to introduce a new National Education Policy that addresses the evolving needs of the population concerning quality education, research, and innovation. The goal is to position India as a global knowledge power by providing students with essential skills and competencies and to address the demand for trained professionals in science, technology, education, and industry.
The 1986 Policy advocated for curriculum reforms across various stages of schooling. It emphasized that educational content and processes should be enriched with cultural elements in as many forms as possible. It aimed to nurture in children a sense of beauty, harmony, and refinement. To support this vision, the National Curriculum for Primary and Secondary Education – A Framework (1985) was developed by NCERT, following a rapid evaluation of existing syllabi and consultations with working groups, national-level seminars, and steering committees. This framework incorporated constitutional values, socio-cultural factors, and educational concerns.
Key Features of the 1985 Curriculum Framework
| Focus on achieving individual and societal aims and promoting constitutional values. Development of human potential to meet national development goals. Broad-based general education at the primary and secondary levels. Emphasis on learner-centered approaches instead of teacher-dominated methods. Flexibility in choosing content and learning methods to help achieve desired outcomes. Curriculum applicability for all learners, regardless of their preferred learning styles. Availability of essential resources for effective teaching in both schools and non-formal education centers. |
Pre-Primary Education
At this early stage, learning should primarily take place through play-based activities, such as language games, number games, and simple activities that foster environmental awareness. These methods should aim to make learning enjoyable for young children. Formal teaching of subjects is not recommended at this stage.
Lower Primary Stage
| Subject | Time Allocation (%) |
|---|---|
| Mother Tongue or Regional Language | 30 |
| Environmental Studies | 15 |
| Mathematics | 15 |
| Work Experience / Socially Useful Productive Work | 20 |
| Art Education | 10 |
| Health and Physical Education | 10 |
| Total | 100 |
Upper Primary Stage
| Subject | Time Allocation (%) |
|---|---|
| Three Languages | 32 |
| Science | 12 |
| Mathematics | 10 |
| Social Sciences | 12 |
| Work Experience / Socially Useful Productive Work | 12 |
| Art Education | 10 |
| Health and Physical Education | 12 |
| Total | 100 |
Secondary Stage
| Subject | Time Allocation (%) |
|---|---|
| Three Languages | 30 |
| Science | 12 |
| Mathematics | 8 |
| Social Sciences | 12 |
| Contemporary India | 6 |
| Work Experience / Socially Useful Productive Work | 12 |
| Art Education | 8 |
| Health and Physical Education | 12 |
| Total | 100 |
Implementation of the National Curriculum
The successful implementation of the national curriculum relies significantly on establishing a supportive environment within both the education system and the wider society. The current organizational setup should be made more effective through appropriate academic and administrative reforms.
Professional oversight is necessary at different implementation stages, requiring well-structured planning, coordination, and evaluation by specialized groups. A broad network of institutions should be selected to provide technical expertise and support services.
To put the national curriculum into practice, suitable instructional materials, teaching strategies, and evaluation standards must be developed. Both national and state-level education authorities must show active participation and a firm commitment to these efforts.
NCERT is responsible for creating curriculum guides, model syllabi, and exemplary learning materials at the national level. Ongoing review processes are in place to make necessary improvements and ensure the materials remain relevant and effective.
